8 Resume Dos and Donts According to Recruiters

8 Resume Dos and Donts According to Recruiters The best way to write an effective resume has changed over the years. Today’s resume is more focused, and new ideal items have been added and  dropped, according to recruiters. Knowing how to write an effective resume makes it more likely you  will be considered for that perfect job position. These  recruiter tips can help when you’re applying for a job by giving  your application a higher chance of being considered.  1. Skip the Fancy FormattingMany recruiters who work for large companies see resumes via  a tracking system that loads a resume as simple text. These recruiters do not see your fancy formatting. In fact, all that effort you went to may adversely affect the text the recruiter sees, so keep your formatting straightforward unless you send your resume as a PDF file. Recruiters for large companies can ask you to send a formatted version if you get introduced to the hiring manager, so keep a fancy version of your resume if you are called upon to send it.  2.Use the Company NameRecruiters like to know you are actually interested in their specific company. Do a little research and include in your cover letter why you would be a perfect fit for that particular company. Use the company name two times, not just once, to show you are serious. Recruiters say they appreciate that extra effort, which shows that it isn’t just a blanket resume used for different businesses.  3. Leave Out Personal DetailsIncluding a photo with your job application can actually make a recruiter uncomfortable. In addition, the recruiter does not care that you are married or have 2.5 children. Nor does the recruiter want your health history. Unfortunately, many applicants include this information on a resume. Leave it out unless you are applying for a job as a model or actor.  4. Make Sure You QualifyOne good idea is to go through the job listing and match your resume qualifications with the requirements listed in the job description. This way, r ecruiters know up front if you  qualify for consideration. Do not assume that all qualifications are listed- the job listing may be simply a standard template or the listing may be dated. During your interview, you have to opportunity to add to your qualifications to show you are a perfect match for the job.  5. Keep Your Resume ShortRecruiters are not interested in reading a nine page resume. They prefer to know right away if someone  is qualified for a job. Keep it down to one page, and list what’s most important.  6. Leave Out ReferencesThe old style of resume usually included listing two or three references for a job. However, references take up space that could be better used for other things. Once you get a job interview, the recruiter can ask for references if he or she is interested.  7. Don’t Include AgeOlder workers may think they’ll be bypassed for a job because of age. However, this is untrue, particularly if a worker is well-qualified for the job. Just leave out your age. If the recruiter does ask, you probably don’t want to work at that job.  8.  Be Willing to RelocateMany people apply for work in other cities, as people have become more mobile and pursue a job instead of a location. If you’re  applying away from your home base, it may be a good idea to include your willingness to relocate. This shows the recruiter that you are serious about the position.

The Glass Menagerie, a Play by Tennessee Williams

The Glass Menagerie, a Play by Tennessee Williams The Glass Menagerie  play is a melancholy family drama written by Tennessee Williams. It was first performed on Broadway in 1945, meeting with astounding box-office success and a Drama Critics Circle Award. The Characters In the introduction of The Glass Menagerie, the playwright describes the personalities of the drama’s main characters. Amanda Wingfield: Mother of two adult children, Tom and Laura. â€Å"A little woman of great vitality clinging frantically to another time and place...†Ã¢â‚¬Å"Her life is paranoia†¦Ã¢â‚¬ Ã¢â‚¬Å"Her foolishness makes her unwittingly cruel†¦Ã¢â‚¬ Ã¢â‚¬Å"There is tenderness in her slight person†¦Ã¢â‚¬  Laura Wingfield: Six years out of high school. Incredibly shy and introverted. She fixates on her collection of glass figurines. She has â€Å"failed to establish contact with reality†¦Ã¢â‚¬ Ã¢â‚¬Å"A childhood illness has left her crippled, one leg slightly shorter than the other†¦Ã¢â‚¬ Ã¢â‚¬Å"She is like a piece of her own glass collection, too exquisitely fragile†¦Ã¢â‚¬  Tom Wingfield: The poetic, frustrated son who works at a mindless warehouse job, supporting his family after his father left home for good. He also serves as the play’s narrator. â€Å"His nature is not remorseless†¦Ã¢â‚¬ Ã¢â‚¬Å"To escape from a trap (his overbearing mother and crippled sister) he has to act without pity.† Jim O’Connor: The gentleman caller who has dinner with the Wingfields during the second part of the play. He is described as a â€Å"nice, ordinary young man.† Setting The entire play takes place in the Wingfield’s meager apartment, located next to an alley in St. Louis. When Tom begins narrating he draws the audience back to the 1930s. Plot Summary Mrs. Wingfield’s husband abandoned the family â€Å"a long time ago.† He sent a postcard from Mazatlan, Mexico that simply read: â€Å"Hello – and Good-bye!† With the absence of the father, their home has become emotionally and financially stagnant. Amanda clearly loves her children. However, she constantly reprimands her son about his personality, his fledgling job, and even his eating habits. Tom: I haven’t enjoyed one bite of this dinner because of your constant directions on how to eat it. It’s you that makes me rush through meals with your hawk-like attention to every bite I take. Even though Tom’s sister is painfully shy, Amanda expects Laura to be more outgoing. The mother, in contrast, is very sociable and reminisces about her days as a southern belle who once received seventeen gentlemen callers in a single day. Laura has no hopes or ambitions for her future. She quit her typing class because she was too shy to take the speed exam. Laura’s only apparent interest seems to be her old music records and her â€Å"glass menagerie,† a collection of animal figurines. Meanwhile, Tom is itching to leave the household and seek adventure in the wide-open world, instead of being held prisoner by his dependent family and a dead-end job. He often stays out late at night, claiming to go to the movies. (Whether or not he watches the movies or engages in some sort of covert activity is debatable). Amanda wants Tom to find a suitor for Laura. Tom scoffs at the idea at first, but by evening he informs his mother that a gentleman caller will be visiting the following night. Jim O’Connor, the potential suitor, went to high school with both Tom and Laura. During that time, Laura had a crush on the handsome young man. Before Jim visits, Amanda dresses in a beautiful gown, reminding herself of her once-glorious youth. When Jim arrives, Laura is petrified to see him again. She can barely answer the door. When she finally does, Jim shows no trace of remembrance. Out on the fire escape, Jim and Tom discuss their futures. Jim is taking a course on public speaking to become an executive. Tom reveals that he will soon be joining the merchant marines, thereby abandoning his mother and sister. In fact, he purposefully failed to pay the electricity bill in order to join the seaman’s union. During dinner, Laura – faint with shyness and anxiety – spends most of the time on the sofa, away from the others. Amanda, however, is having a wonderful time. The lights suddenly go out, but Tom never confesses the reason! By candlelight, Jim gently approaches the timid Laura. Gradually, she begins to open up to him. He is delighted to learn that they went to school together. He even remembers the nickname he gave to her: â€Å"Blue Roses.† Jim: Now I remember – you always came in late. Laura: Yes, it was so hard for me, getting upstairs. I had that brace on my leg – it clumped so loud! Jim: I never heard any clumping. Laura (wincing at the recollection): To me it sounded like thunder! Jim: Well, well, well. I never even noticed. Jim encourages her to be more self-confident. He even dances with her. Unfortunately, he bumps a table, knocking over a glass unicorn figurine. The horn breaks, making the figurine just like the rest of the horses. Surprisingly, Laura is able to laugh about the situation. She clearly likes Jim. Finally, he declares: Somebody needs to build your confidence up and make you proud instead of shy and turning away and- blushing- Somebody ought to- ought to- kiss you, Laura! They kiss. For a moment, the audience might be lured into thinking that everything will work out happily. For a moment, we can imagine: Jim and Laura falling in love.Amanda’s dreams for Laura’s security coming true.Tom finally escaping the â€Å"trap† of family obligations. Yet, a moment after the kiss, Jim backs away and decides, â€Å"I shouldn’t have done that.† He then reveals that he is engaged to a nice girl named Betty. When he explains that he will not be back to visit again, Laura bravely smiles. She offers him the broken figurine as a souvenir. After Jim leaves, Amanda scolds her son for bringing an already-spoken-for gentleman caller. As they fight, Tom exclaims: Tom: The more you shout about my selfishness to me the quicker I’ll go, and I won’t go to the movies! Then, Tom assumes the role of the narrator as he did in the play’s beginning. He explains to the audience how he soon left his family behind, running away just as his father did. He spent years traveling abroad, yet something still haunted him. He escaped the Wingfield household, but his dear sister Laura was always on his mind. The Final Lines Oh, Laura, Laura, I tried to leave you behind me, but I am more faithful than I intended to be! I reach for a cigarette, I cross the street, I run into the movies or a bar, I buy a drink, I speak to the nearest stranger- anything that can blow your candles out! For nowadays the world is lit by lightning! Blow out your candles, Laura – and so good-bye†¦

Marketing plan Essay Example | Topics and Well Written Essays - 4500 words

Marketing plan - Essay Example It should consider launching CIF in China keeping in mind the local tastes, culture and consumer habits. The short- and long-term marketing strategy have been suggested while also defining the control measures. Table of Contents 1. Introduction 1 2. Marketing Audit 1 2.1 SWOT ANALYSIS – internal environment of Unilever 2 2.2 PESTEL Analysis 3 3. Marketing Objectives 6 4. Market Mix Analysis 4.1 Segmentation 6 4.2 Targeting 7 4.3 Positioning 7 5. Market entry 8 6. Implementation strategy 9 7. Gantt Chart 12 8. Contingencies and Controls 14 References 15 Appendices 18 1. Introduction Unilever, one of the world’s leading FMCG companies, headquartered in London, offers products across several categories including foods, home, and personal products (Datamonitor, 2010). Unilever’s strategic priorities are the developing and emerging economies. The company has a diversified product portfolio as well as a wide geographical reach which explains diverse revenue streams. It has a strong portfolio of over 400 brands. Approximately 49% of its revenues in FY2009 came from emerging economies. This gives the company the confidence to tap new opportunities in the existing emerging economies. While Unilever has a strong presence in China as is evident from their sales figures between 2004 and 2007 (Appendix A), they would like to introduce a new product in China – CIF dishwashing liquid. ... The Chinese FMCG market enjoys a balanced development both in the food and the non-food categories (Ryan, 2004). Despite the growth in the FMCG sector in China fueled by strong economic performance and higher disposable income, the sector is fragmented and still developing. An in-depth study of the competitive environment and consumer demand in the respective FMCG sector has to be conducted to understand the dynamics of that sector. These would include and understanding of the price dynamics, trade distribution, and consumption patterns (Moodle, 2005)). Thus, based on marketing audit, the short- and long-term marketing plan would be drawn up. 2. Marketing Audit The Chinese consumers demonstrate brand loyalty when it comes to foreign goods. However, marketing in developing economies differs from marketing the same product in developed in developed countries. International marketing requires the right business strategy and revolves around being competitive. The strategy can be devised after an assessment of the internal and the external business environment. The international marketing strategy has to depend upon the product characteristics, the time of entry, the consumer characteristics and the brand reputation (Ferner & Varul, 2000). Other factors that influence the marketing strategy include the differences in the culture, political stability, demographics, customer needs and government regulations. The business environment is constantly changing and marketing audit reviews the current situation based on which the marketing strategy can be devised. 2.1 SWOT ANALYSIS – internal environment of Unilever Strengths Unilever is a leading company dealing in FMCG with 270 manufacturing facilities across six

Age discrimination and its effect on the over 30s in todays workplace Research Paper

Age discrimination and its effect on the over 30s in todays workplace - Research Paper Example Age discrimination is all about taking the focus from job competency as reflected in the skill levels and placing it on the individual’s calendar age. Most people tend to view age discrimination as an aspect that relates to older employees but the fact is that ageism involves young employees too. This is for the reason that there are age restrictions that are illegal and their sole intention is to bar young people with proper educational credentials simply because the employer thinks that the credentials will hinder them from performing their duties as expected (Macnicol 3). Pension reforms were ushered in with the advent of industrialization. Social security in form of specified pension amounts lured older employees into retirement as the schemes had financial benefits. However, after the Second World War, the professional arena experienced a change that saw the entry of the younger generation and modern technology into the workplace (Sargeant 27). â€Å"Discrimination exist s in the minds of those that believe they have the right to exercise abusive authority and control over the powerless, the poor and the oppressed† (Hullet 28). This was the genesis of age discrimination as employers started viewing the ‘old’ employees as a professional burden that lacked the required technical know-how, conservative in their style of work, and above all lacked the zeal to work (Macnicol, 14). Nonetheless, there were those employers who stuck with the ‘old guard’ as they felt that the young were immature and inexperienced to enhance their productivity. Another fact that led to the cropping up of age discrimination was the low output achieved by older employees as they were incapable of keeping abreast with the new technology. Even so, their pay was high and they could not be fired because they had a lifetime employment policy. This made employer to review their policies in favor of the young thereby creating age discrimination. General ly, it can be said that age discrimination affects all age groups. Companies, on the other hand, view hiring young people as expensive as they will require further training and close supervision. They also have reservation on hiring old people because they tend to think that they will not get value for their money as older people will work for a short time before retiring and they are expected to pay out their retirement benefit. Age discrimination on a global scale and the USA Age discrimination is a worldwide phenomenon that affects every society in the world. However, this review will look at the European Union and the United States. â€Å"There is ample evidence that discrimination takes place in the EU† (Macnicol 45). Every standpoint has its own definition of old age, for example, in the statistical aspect old age is considered 60 to 65 years of age as pertaining to retirement or social program entry eligibility (Grobe 12). The European commission ranges old from 55 to 65 years of age. However, a 40 year old is defined as an old worker in the United States of America. Even though the current economic crises mostly affected the young people in Germany, there was also

Working with and Leading People Assignment Example | Topics and Well Written Essays - 1250 words

Working with and Leading People - Assignment Example In the absence of effective leadership, companies suffer stagnation in growth and development because there becomes lack of focus for operational growth (Guo and Sanchez, 2005). It is not surprising therefore that Thomas Cook places so much emphasis on leadership and the management of its companies all across the globe. An important aspect of leadership has always been the kind of interpersonal relationship that exists between the leader and his subordinates and how the leader is able to influence subjects to buy into his visions and plans to join hands in the business growth agenda. Once this process takes place, it is said that the act of working with and leading people has been activated (Lutgen-Sandvik, 2010). The approaches different leaders use in working with and leading people are referred to as leadership styles. In the following answers some of the key leadership styles and other leadership related issues about Thomas Cook Group are dealt with into detail. 1. The skills and attributes that Thomas Cook values and cherishes are directly rooted into the collective culture and climate of business operations, practiced within the company. For instance for the fact that the company operates an overseas staffing system, it requires of its managers and leaders to possess the attitude and skill of adaptability to different culture and environments. This of course includes the ability of these leaders and managers to have an interpersonal relationship skill that will make them get along easily with international clients, stakeholders and customers. Apart from adaptability to different cultures and environments, and interpersonal relationship skills, the company also cherishes and values a sense of personal development skills within its managers and leaders. Generally, Thomas Cook has a vision that ensures that employees are able to gain self development and empowerment. So apart from the organized training and induction program for its new staff, the company ex pects that employees will have the self zeal to push themselves up to the ladder. Finally, given the volume of people that managers and leaders work with, the company requires organizational skills among all its leaders and managers. 2. The leadership style encouraged for practice at Thomas Cook is the democratic leadership style, which encourages the involvement of subjects in most decision making processes. Again, this leadership style is preferred and encouraged as part of the organizational culture of the company. It would be noted that Thomas Cook has a culture of giving so much freedom to its employee base into controlling some levels of business operations affair within the company. It is not surprising such events as massive as the organization of fund raisers can be left in the hands and care of employees. Democratic leadership is therefore the most effective style of leadership to ensure that subjects learn directly under their leaders, whiles having their actions and init iations totally checked (Guo and Sanchez, 2005). There are other leadership styles that allow subjects to take charge of decision making such as democratic leadership but this leadership style known as the laissez faire leadership style give too much freedom to subject, not making it ideal for new employees and others whose skills and knowledge have not been adequately tested. 3. The major different between leadership and management is directly linked to the tasks given to leaders and managers respectively. Whereas managers have been said to have the role of organization and coordination, leaders are said to be inspirers and motivators (Lutgen-Sandvik, 2010).

Speech and Language Therapist (SLT) Role and Ethics

Speech and Language Therapist (SLT) Role and Ethics Role Investigation This essay will investigate a vocational role as a Speech and Language Therapist (SLT). It will cover the role, where the role may be needed and will operate, what qualifications are needed to become a SLT, and what psychological theories are used and applied when working as a SLT. The essay will then cover the ethics required of a SLT and the skills needed because of them. A SLT role requires working with people of all ages with various levels of speech language and communication problems. Such problems can occur when they have difficulties swallowing, drinking or eating. Typical clients they deal with have physical and learning disabilities, hearing loss/deafness, psychiatric disorders or dementia. They help by assessing and identifying the difficulties/disorders the client has and then create and implement a suitable treatment program. They will then continue to see the client on a one-to-one basis to assess the developments made. They will also teach the client’s family, social workers, and teachers on how to communicate effectively to help clients outside their therapy sessions (editors, 2012). The average salary for a SLT could range from  £21,176- £27,625 if they are part of the NHS, but you could go into a specialist role outside of the NHS and the salary range is  £25,528- £34,184. Another option is the work as a freelance SLT. SLTs work within schools, hospitals, health centres, day care centres, rehabilitation unit, client’s homes, prisons and young offender’s institutions. SLTs work typically 9-5, and they could work in several locations (editors, 2012). The training and qualification needed to be a SLT is a degree accredited by the Royal College of Speech and Language Therapists (RCSLT). A degree in Psychology will better the chances of getting onto the post-graduate 2 year course, which needs to be taken to get the accreditation. SLTs also need to be a registered member of Health care Professionals Council (HCPC) (AGCAS, 2012). Although a specialist speech and language therapist may require additional skills and training. For example a speech and language therapist in a special needs school may learn Makaton sign language because some children may not be able to communicate effectively. Using signs may help adults understand children which will relieve frustration and reduce anxiety which in turn should help facilitate communication (Enderby, et al., 2009). Speech and language is something quite unique to humans so a lot research has been done into the acquisition and the development of language (Pinker, 1995). Theories are constantly evolving and adapting and speech and language therapists must recognise these and adapt their strategies accordingly (Latham Miles, 2001). The behaviourist approach to language development is that it is learnt in response to a stimulus that gives a pleasant reward (Latham Miles, 2001). This is how a child will associate words with meanings and therefore reinforce the importance of communication and using words. For example Skinner proposed that a child will point and say â€Å"drink†, the child is then rewarded with the drink. The child then associates the word drink with getting a drink and will carry on using it whenever they want one (Skinner, 2014). This is supported by Sundberg, Micheal, Partingtin, Sundberg, (1995) who did a study on five children between two and four-years-old, four had moderate language delays and one typically developing child. They performed the targeted response, i.e. sound, word or phrase, after the conditioned reinforcement was established and then established new vocal responses. For example a subject wanted to be tickled (which was the reinforcement), so said the paired word â€Å"apple†, eventually she started saying â€Å"tickle†. However this study was only done on 5 subjects so its sample size is not relaible enough to generalise universally. Although speech and language therapists could use positive reinforcement as a technique in their sessions, it could be particuarly helpful when working with children. SLTs use games where when they win or complete the task they are intrinsically motivated. Extrinsic rewards do help however the child may get too excited by the reward and their attention turns to the reward rather than the task. Also they may find that the child doesn’t have reward outside the session therefore doesn’t use the communication skills learnt in session outside, in classrooms or at home (Boyle, McCartney, Forbes, OHare, 2007). Also it is important if a SLT is working with someone with mutism or selective mutism to reward every type of communication, no matter how small, whether it be verbal or head shaking. A SLT will talk to teachers and parents/carers to see these small signs of commmunication and how to positively respond to them (Aberdeenshire Council, 2013). This behaviourism technique is what allows children to associate words with meanings however if a child is impaired in this area a SLT may find other ways to allow a child to communicate. For example teaching Makaton signs or using symbols and pictures that they can point to (Roulstone, Wren, Bakopoulou, Goodlad, Lindsay, 2010). However Skinners approach was criticised because it does not explain how people come to put sentences together (Albery, et al., 2008). This point was made by Chomsky, he believed that language was a human instinct (Pinker, 1995) and that the sentence structure was very important in being understood and that a child through behaviourism alone could not learn all of the grammatical rules in his/her language (Chomsky, 1967). For example the sentence â€Å"the cat was on the basket† differs in meaning from â€Å"the basket was on the cat†, Chomsky believed that the order was essential to get a message across (Chomsky, 1967) (Latham Miles, 2001). Chomsky believed that children could understand grammatical rules through their Language Acquisition Device (LAD) and universal grammar. They hear the language, through the LAD, they then pick up on the grammatical rules of language in their universal grammar and then it is put forward to the LAD (cited by Albery, et al., 2008). Th is can explain how children overgeneralise grammar for example when they say â€Å"wented† or â€Å"goed† (Albery, et al., 2008). This can be supported by Berko, children were asked questions to find out whether they knew grammatical rules and could apply them to made-up words. For example they were showed a picture of a â€Å"wug† and asked what two were called. Instead of saying they didnt know because they have never been told, they called them â€Å"wugs†. However this study was done on only English native speakers so it does not prove if children have access to universal grammar rules, it may just suggest children listen and remember grammar rules of the languages they have been exposed to (Berko, 1958). Most people who have suffered from a stroke may know what single words mean but may struggle when it comes to putting sentences together. So its the SLT role to focus on tasks that will facilitate the patient’s ability to construct sentences. They could do this through arranging words on flash cards into sentences (Stroke Association, 2012) Another theory that SLTs use are the stages of language acquisition. At around 7 week’s babies a thought to start the â€Å"cooing† stage, this involves sounds that include vowels like â€Å"ooh† and â€Å"aaaa†. At 7 months children are believed to start the babbling stage such as ‘bodadda† (Albery, et al., 2008). SLTs will use this as guidelines to decide whether a child is developing their language normally. Latham Miles (2001) created a framework which is used to assess where a child is in their language development and interventions to help the child move onto the next band. For example band one the child can express themselves through vocalising, facial expressions, pointing and gestures. The interventions suggested at this stage are for an adult to respond to the child’s attempts of communication and actively play turn taking games with them. This should then help the child move onto band two. The SLTs job will be to continuously assess and evaluate the child’s progress and put in place interventions that parents and carers can do at home to help the child progress. This is a part of the SLTs ethics guide, they must ensure they are making fair and appropriate assessments, judgements, diagnosis and treatment interventions. They must ensure they put the client first and make decisions that would most benefit them based on knowledge and up-to-date research. They must also ensure they are keeping records of all the sessions they have with their clients so that there is a record of progression. It is important they maintain client confidentiality at all times. Above all they must protect their clients and themselves by maintaining a safe, appropriate, and professional environment and relationship (HCPC, 2014). The skills needed to be a SLT because of the type of role are efficiency, to ensure you are on top of all paper work and recent research. They must be able to work with and enjoy working with lots of different types of people, from children to the elderly, and have the patience to listen and help clients. And they must be good at problem solving and creating effective and inventive interventions that will work for specific individuals. In conclusion SLTs have a very diverse job which is changing all the time, from the types of people who require their service, the research behind the service given and what they can do to help their clients. They must constantly be on top of whether their treatments are working and change them accordingly, this means they must be on top of research and take into account both nurture and nature sides of language acquisition. However the role seems creative, rewarding and it seems that they could do something and work with somebody different every day. References Aberdeenshire Council. (2013). Supporting Children with Selective Mutism. Aberdeenshire: Aberdeenshire Council. AGCAS. (2012, December). Speech and Language therapist, entry requirements. Retrieved October 28, 2014, from Prospects: www.prospects.ac.uk/speech_and_language_therapist_entry_requirements.htm Albery, I. P., Chandler, C., Field, A., Jones, D., Messer, D., Simon, M., Sterling, C. (2008). Complete Psychology (2nd ed.). (G. Davey, Ed.) London: British Libuary Cataloguing in Publication Data. Berko, J. (1958). The Childs Learning of English Morphology. Word, 14, 150-177. Boyle, J., McCartney, E., Forbes, J., OHare, A. (2007). Language Therapy Manual: health technology assessment 2007. Strathclyde: University of Strathclyde. Chomsky, N. (1967). A Review of B.F. Skinners Verbal Behavior. Readings in the Psychology of Language, 142-143. editors, A. (2012, December). Speech and language therapist, job description. Retrieved October 28, 2014, from Prospects: www.prospects.ac.uk/speech_and_language_therapist_job_description.htm editors, A. (2012, December). Speech and language therapist, salary and conditions. Retrieved October 28, 2014, from Prospects: www.prosoects.ac.uk/speech_and_language_therapist_salary.htm Enderby, P., Pickstone, C., John, A., Fryer, K., Cantrell, A., Papaioannou, D. (2009). Resource Manual for Commissioning and Planning Services for SLCN. Royal College of Speech and Language Therapists. HCPC. (2014, June 11). Speech and Lanuage Therapists- Standards of Proficency. HCPC- health and care professions council. Retrieved January 21, 2015, from HCPC: Health Care Professions Council: www.hcp-uk.org/assets/documents/10000529Standards_of_Proficiency_SLTs.pdf Latham, C., Miles, A. (2001). Communication, Cirriculum and Classroom Practice. London: David Fulton Publishers Ltd. Pinker, S. (1995). The Language Instinct. London: Penguin Books. Roulstone, S., Wren, Y., Bakopoulou, I., Goodlad, S., Lindsay, G. (2010). Exploring interventions for children and yound people with speech, language and communication needs: A study of practice. Bristol: Department of Education. Skinner, B. (2014). Verbal Behavior. B.F. Skinner Foundation. Retrieved from store.behavior.org/resources/595.pdf Stroke Association. (2012, April). Communication Problems. Retrieved January 21, 2015, from Stroke: www.stroke.org.uk/factsheet/speech-and-language-therapy-after-stroke Sundberg, M. L., Micheal, J., Partingtin, J. W., Sundberg, C. A. (1995). The role of automatic reinforcement in early language acquisition. Analysis of Verbal Behavior, 13, 21-37.

Even Cowgirls Get the Blues - Within the Guidelines of Feminist Discour

Even Cowgirls Get the Blues - Within the Guidelines of Feminist Discourse Surprisingly, in spite of being a male from the 1970s, Tom Robbins has written a novel, Even Cowgirls Get the Blues, supporting feminism. This is a term that most of us are familiar with; yet, what is feminism? The Routledge Critical Dictionary of Feminism and Postfeminism defines "feminist purpose" for us as "an active desire to change women's position in society" (Brown, Meginis, and Bardari, 231). In order to discuss feminism in terms of Robbin's novel, we need to know what feminist theory means when applied to literature. According to Jonathon Culler, a professor of English and comparative literature at Cornell University and author of Literary Theory: A Very Short Introduction, feminist theory is based on "women writers and the representation of women's experience" (124). Naturally, Robbins does not fit the first category of being a woman author since he is male. Nevertheless, his novel Even Cowgirls Get the Blues fits within Culler's description of feminist novels that "cha mpion the identity of women [and] demand rights for women" (123-124). Robbins does this through the development of his female characters and the plot. Robbins produces a strong female character named Sissy Hankshaw whose beauty is marred by enormous, somewhat useless thumbs. In order to become independent, Sissy leaves the repressive atmosphere in her southern home by participating in the male-dominated phenomenon of hitchhiking as embodied by Jack Kerouac in On the Road. Sissy herself says in reference to her hitchhiking, "I'm the best there is, ever was or ever will be" (53) and develops a national reputation as a hitchhiker. She even competes with and befriends the... ... Jonathan Culler. Literary Theory: A Very Short Introduction. Oxford: Oxford University Press: 1997. Karl, Frederick R. Critique of Tom Robbins. Contemporary Literary Criticism. Ed. Roger Matuz. 233 vols. Detroit: Gale Research Inc., 1990. Perso, Jeffrey. "The Lost Highway." MetroActive Travel Online. 1 May 1997. 9 April 2001. http://www.metroactive.com/papers/cruz/05.01.97/hitchhike-9718.html. Robbins, Tom. Even Cowgirls Get the Blues. New York: Bantam, 1976. Siegel, Mark. Critique of Tom Robbins. Contemporary Literary Criticism. Ed. Roger Matuz. 233 vols. Detroit: Gale Research Inc., 1990. Travis, Cheryl Brown, Kayce L. Meginnis, and Kristin M. Bardari. "Beauty, Sexuality, and Identity: The Social Control of Women." Sexuality, Society, and Feminism. Ed. Cheryl Brown Travis and Jacquelyn W. White. Washington: American Psychological Association, 2000.

Is free trade ever fair trade? Essay

Every one of us has probably seen reports or heard something about demonstrations against globalization when international organizations like the WTO meet. One example was the G8 meeting in July 2001. So we have to ask us the question why there are some people who protest against globalization and also against the free trade the WTO stands for. The main complain and concern of these groups is unfairness. They say free trade is unfair, the low wages are unfair, the poor working conditions of foreign workers, the environmental standards in less developed countries, the high profits of multinational corporations, the inequality in incomes around the world, everything is unfair. If these reproofs are true it would mean that also free trade and globalization is unfair. However the people of international institutions and multinational corporations who are in favour of free trade and globalisation also use the term fairness in their arguments. If a multinational company pays low wages in less developed countries, they can claim that the wages are still fair set because they are above the legal minimum wage standards and that the workers would not get a better opportunity in a company of their country or their government. The WTO and other international organisations consider free trade even as a help because it will promote economic growth, which in turn will raise the living standards throughout the whole world and reduce also the income inequality in the future. They suggest that globalisation can promote better outcomes for many people what makes the free trade fair. Both sides, either supporting or depreciating free trade predicate that what they think and support is fair. Of course everyone is in favour of fair  trade, nobody could ever proclaim the opposite. But how can supporters of two opposed policies both be in favour of fairness. The truth has to be somewhere in the middle. In my opinion there are certainly some or even many aspects of free trade which are unfair. Those who support the free trade are certainly the international corporations and the rich. Due to free trade the wealthy companies can force some small companies down. If they sell their products at a price that is less than it ´s cost of production and this way undercuts the competition for a sufficient length of time, the competition will be forced out of the business, because everybody would demand the product with the same quality but lower price. When there is no competition anymore they can raise their prices again and be able to recoup their losses. That’s of course unfair for the smaller companies, which are not able to use this strategy and go to bankrupt because of it. So developing countries have to allow big business access to their markets. Another point which is true and doesn ´t support the free trade policy is that in cases of deciding whether to protect the environment or to encourage trade, the WTO tends to decide in favour of trade. There have been many examples for that issue. Yet the WTO allows trade to continue however there is no proof if a product is safe until it is proved unsafe. That issue should be handled the converse way, because environment and health is definitely more important than economic profit. So in this case the free trade policy of the WTO is unfair and not correct towards the environment and the population. A dramatic aspect showing the unfairness of free trade is the unequal income and wealth. The rich are getting richer and the poor are getting poorer, at least relatively poorer. Fairness in trade and globalization would mean that the rich would need to redistribute some of their wealth and income to the poor, or that the poor would need a higher percentage of the income of their nation. But free trade doesn ´t only has unfair and negative aspects. For example one point that is considered as unfair of many opponents of free trade is that workers around the world are not treated equal and do not gain wages in developing countries. But why should a man in Africa who has the same profession as a man in the US gain the same amount of many? His living cost are not as high as the living costs you have to pay in the USA. So in relation he actually gains about the same wage and is not treated unfair. Also the increasing number of developing countries is a proof for the efficiency of free trade and there are many countries which has already benefited of the WTO. To come to a conclusion I think that free trade can ´t be always fair to every country, every economy or every individual and certainly there should be some attempts made of the WTO to become more fairly in some aspects. But it ´s important to have in mind how difficult the job of the WTO is. They have to show consideration for developed countries and for developing countries, which of course have different interests. Although the developing countries and economies have some disadvantages and not the same influence, power and treatment like the developed ones, they would be worse off without the WTO and if not now, in the future they will profit of free trade. The aim is to develop a good working free trade economy on the whole world without such inequality between some countries, but to achieve this every country has to make some sacrifices.

The Old Man and the Sea Essay

The Old Man and the Sea Essay Free Online Research Papers The Old Man and the Sea is a very complex novel; there are symbolic meanings behind everything. This novel was written by Ernest Hemingway, the tale of this old man in Cuba was based on himself his life. The old man named Santiago and the boy named Manolin would fish all of the time together. The boy and the man once went eighty-five days without catching a single fish but they never gave up hope. The boy’s parents made him work for a different boat but the old man knew the boy still had faith in him. The old man would encounter many troublesome conflicts with himself and his surroundings, but one of which could be the battle for his life. The old man has fought through a lot of things, but the cramp in his left hand was painful. It could not have come at a worse time, he had just caught the marlin and now would have to fight it and try to kill it with one hand. The old man’s left had failed him before, like when he was arm wrestling in Casablanca. â€Å"He had tried a few practice matches with his left hand. But his left hand had always been a traitor and would not do what he called on it to do and he did not trust it† (Hemingway 71). The old man’s hand was stiff and he could not get it to stop cramping, and if he needed it to get the marlin he would have to open it forcibly. The marlin was very unique about how he handled being on the line. The marlin would not thrash around or jump out of the water. The old man battled the marlin for three days living without sleep or much food: Then he began to pity the great fish that he had hooked. He is wonderful and strange and who knows how old he is, he thought. Never have I had such a strong fish nor one who acted so strangely. Perhaps he is too wise to jump. He could ruin me by jumping or by a wild rush. But perhaps he has been hooked many times before and he knows that this is how he should make his fight (Hemingway 48, 49). The old man was starting to get confused. â€Å"I do not care who kills who† (Hemingway 92). He starts to give up, but he knows he has nothing else; to live for so he keeps a hold of the marlin and does not cut the line. The marlin finally swims up close to the boat and with everything the old man had he drove the harpoon through the marlin. Santiago had finally accomplished his dream of catching this tremendously large marlin, but what he did not know was the battle had just begun. As the old man sailed towards home the marlin’s blood left a trail of deep red in the ocean behind him. It would not be long until the first shark of the frenzy came to chow down on the old man’s trophy. â€Å"He was a very big mako shark built to swim as fast as the fastest fish in the sea and everything about him was beautiful except his jaws† (Hemingway 100). As the shark came closer his hope started to diminish. Many sharks followed and finished off whatever was left of the marlin and what was left of the old man’s pride, he was truly defeated. The old man is not much a religious man, but he stills turns to God to help him. The old man asks God to help him rid of his cramps and to help him catch the marlin. â€Å"I am not religious, he said. But I will say ten Our Fathers and ten Hail Marys that I should catch this fish† (Hemingway 65). God and the old man’s prayers have helped him through the fish and his cramp, but will it help him when the sharks come to feed? The marlin and the old man develop a relationship while they are battling each other. The old man refers to the marlin as his brother, but the old man realizes that this is also his rival. He says that the marlin is strong and wise but so is the old man. As they fight through the three days he gains more and more respect for his adversary. Except for the birds and the fish he is completely alone away from any sort of civilization. The old man has been on a struggle with the sea for three days trying to keep him sane and to get this marlin. He starts talking to the birds and wishes he was like them to be free. After the battles the sharks off he finally reaches ashore it was a whole other fight to get himself back to his shack, he was extremely weak and tired. The old man left with a broken heart and no pride, all he could do was sleep. The tragic and eventful novel of The Old Man and the Sea had symbolic or biblical meanings behind it in which some refer to the author’s life. The old man’s dream of catching the marlin had come true but was shortly ended by the treacherous sharks. The old man wanted to show the town that he still had something left and that he was not just a helpless old man and did not want people to pity him. The boy still looked up to the old man and still kept faith in him. 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Assessment for Learning Essay Example

Assessment for Learning Essay Example Assessment for Learning Essay Assessment for Learning Essay Assessment for acquisition is the procedure of seeking and construing grounds for usage by scholars and their instructors to make up ones mind where the scholars are in their acquisition. where they need to travel and how best to acquire there . Assessment Reform Group. 2002 The instructor has ultimate duty for puting strategies of work for the category with clear aims ( Formative appraisal ) and composing terminal of term and terminal of twelvemonth studies pulling together the information gained through appraisal for larning. ( Summational Assessment ) The acquisition aims are delivered to the category by the instructor and it is the TA’s duty to be cognizant of: the acquisition aims. the individualized acquisition ends for single scholars. the success standard for the acquisition activities the appraisal chances and schemes relevant to their ain function in the acquisition activities While taking the kids through the strategy of work the TA will back up the kids by discoursing their single aims this can besides be done with groups of kids who are working at the same degree with the same acquisition results. This is done to look into that the kids understand what is expected of them. This needs to be reviewed throughout the lesson. It is the TA’s occupation to gait the session to the acquisition manner and ability of the kids. At the terminal of the session the TA needs to give positive. factual feedback to the kids and the instructor. This will include your observations on how the students responded and the schemes that were utile. The treatment between the instructor and the TA will enable farther aims to be set for the following lesson. Both the instructor and the TA are to the full involved in the appraisal of learner’ accomplishment with the TA to the full back uping the instructor. 1. 2 Summarise the difference between formative and summational appraisal. In 2004. at a conference of Assessors. Professor Paul Black pointed out An appraisal activity can assist larning if it provides information to be used as feedback. by instructors. and by their pupils. in measuring themselves and each other. to modify the instruction and acquisition activities in which they are engaged. Formative and Summative Assessment are the two chief signifiers of appraisal used by the instruction profession. Formative appraisal ( Assessment for Learning ) is the type of appraisal that takes topographic point twenty-four hours to twenty-four hours during lesson clip. It is the reviewing of advancement and apprehension of the student. against the learning aims set by the instructor. This can be done in a assortment of ways such as observation. unfastened inquiring of students. look intoing understanding and leting the kids to be involved in the reviewing procedure during and at the terminal of a lesson. It allows scholars to self-assess and self-evaluate their learning experience hopefully enabling them to go responsible scholars who understand what they have to better to let them to run into their ends. Formative Appraisal: occurs during the acquisition done with scholars processed focussed to better larning is personally referenced Summative Assessment ( Assessment of Learning ) is the drawing together of the larning results of trials at the terminal of a strategy of work. formative appraisal and professional opinions to supply an terminal of term study demoing what the students have achieved. it could besides take the signifier of a Key phase SATs. It is outcome focussed. occurs after the acquisition has been taught and is a manner of measurement and turn outing acquisition. Summational Appraisal: occurs after the acquisition done to scholars result focused to turn out acquisition externally referneced While the two signifiers of appraisal are wholly different the ensuing information from both types can be used to assist with puting larning aims. The two types of appraisal are non needfully to be used individually they should complement each other. as the usage of Afl can assist pupils execute better on summational appraisal undertakings and summational appraisal can reflect the impact of Afl. 1. 3 Explain the features of Assessment For Learning. Assessment for larning encourages the scholar to take duty for their ain acquisition and accomplishments. This is done by supplying them with the undermentioned information: Learning intentions A acquisition purpose is merely a description of what you want your students to cognize. understand or be able to make by the terminal of a lesson. It tells pupils what the focal point for acquisition is traveling to be. They can besides be call Learning Objectives . Learning Goals or Learning Aims Making certain that he pupils are cognizant of their learning purposes before the lesson begins in linguistic communication that the students will place with. focal points their attending to the acquisition and how to accomplish their purpose instead than the activity they are set abouting. This can assist maintain the student focused on undertaking for longer by increasing their motive. The students should be reminded of the acquisition purposes throughout the lesson. Success Criteria This shows the scholars what they need to accomplish to run into the Learning Intentions’ Success Criteria: are linked to the learning purpose ; are specific to an activity ; are discussed and agreed with students prior to set abouting the activity ; provide a scaffold and focal point for students while engaged in the activity ; and are used as the footing for feedback and peer-/self-assessment. Formative feedback About the quality of their work and what they can make to do it better ; Giving pupils’ feedback and leting them to feedback to the instructor how they feel their acquisition went. . Ambergate school on a regular basis asked the kids how they think they have done by giving a thumbs up . thumbs down or thumbs sideways to bespeak how the kids feel about what they have been taught. Sometimes the kids will be asked what they know of the topic about to be taught and to tag themselves out of 10s in their books. At the terminal of the lesson they so give themselves another grade out of 10 and compare how they have fared. Effective Questioning To make a schoolroom clime where students come up with their ain thoughts. believe aloud and research their apprehension. Questioning should take the signifier of open-ended inquiries to promote the kids seting their ain thoughts frontward without being led by an grownup. The grownup can so inquire the children’s equals what they think of another child’s thought to bring forth feedback. By and large in the lessons in Ambergate school the kids are reminded when working to inquire. who. what. when. why and how to guarantee they acquire sufficient feedback to enable them with the undertakings set. Peer and Self-Assessment and Evaluation. Peer and Self-Assessment enables scholars to recognize success in their ain and others’ work and to concentrate on how they are larning every bit good as what they are larning. Ambergate school on a regular basis asked the kids how they think they have done by giving a thumbs up . thumbs down or thumbs sideways to bespeak how the kids feel about what they have been taught. Sometimes the kids will be asked what they know of the topic about to be taught and to tag themselves out of 10s in their books. At the terminal of the lesson they so give themselves another grade out of 10 and compare how they have fared. To summarize Assessment for larning meets persons demands and maximises their full potency through continual monitoring. All staff are allowed to lend to future planning by feeding their findings back to the instructor. 1. 4 Explain the importance and benefit of appraisal for larning. Continuous assessment improves public presentation and behavior. allows students to work more independently and it besides improves motive and hazard pickings. By increasing two manner communications Assessment for Learning helps to beef up the instructor student dealingss. From the instructors point of position AFl improves be aftering and bringing of the lessons while making an chance to look into the quality of the lessons and amend activities to guarantee they run into the acquisition demands. For the kid it tells them where they are with their acquisition in each topic. gives them thoughts on how to foster accomplish to finally acquire success in the given end. Appraisal attacks need to advance scholar battle and guarantee appropriate support so that all scholars can accomplish their aspirational ends and maximize their possible. It has been proven that kids who do non experience portion of the scholar procedure rapidly lose involvement. Therefore. responses should be based on thoughtful inquiries. careful hearing and brooding responses and effectual feedback schemes. 1. 5 Explain how appraisal can lend to be aftering for future larning carried out by The Teacher Appraisal for Learning helps the instructor to do tenable opinions about pupil’s attainment while puting duty for pull offing larning on the kid. with the end of students being more actively involved with the acquisition procedure. As indicated above. the procedure involves explicating larning results to students. supplying them with feedback on their advancement and enabling them to develop their self-assessment accomplishments so that they are able to reflect on. and recognise. their ain accomplishments. Knowing exactly what the student understands A ; so traveling them on leads to effectual acquisition. The Learners The procedure will maintain the student informed of ongoing procedure. giving them an penetration into how they learn and which countries they need to better to accomplish the aims set. This helps to increase their assurance. motive and independency and besides how to recognize when they need to inquire for aid. The Learning Support Practitioner. Assessment for larning will supply you with information of how each kid learns and the cognition they already have. which will assist in how you farther inquiry the student. This can be tailored to accommodate the person pupils gait and ability to larn. In a recent Maths lesson on Division techniques. on sporadically look intoing the children’s understanding it became clear that they knew how to split utilizing the Chunking Method but the replies that some of the kids were acquiring were wrong. This caused the TA to look into their work and come to the decision that the children’s cognition in minus of 3 figure Numberss was allowing them down. On feeding back to the instructor she said she had noticed the same job with the group of kids that she was back uping. With this feedback. the TA and the Teacher implemented a refresher lesson on minus in the following Maths lesson to make full the spread in the children’s cognition and let the kids to travel frontward with their cognition and ultimate success with Division Techniques. Bibliography World Wide Web. instruction. gov. uk Assessment for Learning for KS1 and KS2 Northern Ireland Supporting Teaching and Learning L3 – Louise Burnham.

Compensation Management Essay Example | Topics and Well Written Essays - 1500 words

Compensation Management - Essay Example resentation that was bestowed to them by me on the employment of the compensation system and the way it may advance the overall productivity of the corporate Compensation is the full of all rewards provided to the workers reciprocally for his or her services. The general functions of providing compensation are to draw in, retain, and inspire staff (Tropman, 2001). This includes: Indirect money compensation system that comprises a theme as well as all money rewards that aren’t enclosed in direct compensation and may be understood to create a part of the agreement between the leader and worker like benefits, leaves, retirement plans, education, and worker services I had projected to the corporate management to adopt the indirect money compensation system in enhancing their productivity of the company. The projected compensation system is meant to support the organization’s business strategy and to adapt to the social, competitive, and regulative pressures within the atmosphere (Gibbon, 1978). The eventual purpose is to achieve and sustain competitive advantage. Completely different business ways translate into different compensation approaches. A compensation system is a scheme that is premeditated to establish quantity of pay given the many workers in an organization. A compensation system includes many diverse choice processes, guidelines, and rules for formative pay level and pay arrangement. Here are the different elements of an indirect compensation system. A vital element of each compensation and choice systems, job competency profiles outline in writing the responsibilities, needs, skills, functions, duties, location, atmosphere, conditions, and different aspects of jobs. Descriptions could also be developed for jobs separately or for entire job families (Daft, 2007). Job analysis techniques embody the utilization of interviews, questionnaires, and observation. Job analysis could be a system for comparison jobs for the aim of crucial acceptable

Foreclosure and the Aspect of Morality Essay Example | Topics and Well Written Essays - 750 words

Foreclosure and the Aspect of Morality - Essay Example This paper expounds on the morality aspect of foreclosure stating that that voluntary foreclosure is justified while involuntary foreclosure is unjustified. Reasons Both borrowers and lenders are trying to make money. The lender will seek to gain financially from selling the property and no one complains of its immorality. The morality of business allows the borrower to reasonably attain utmost advantage from their property as possible (Hagerty, 2009). What happens when the property loses its value? What moral incentive allows one to proceed chasing a valueless acquisition? There is none whatsoever. In a bid to make as much money, each seeks to take the alternative that suits them best. If the property loses value, the borrower may tend to voluntary foreclose the property and this is morally justified. Too many foreclosures in one area form a bad place to live, even for those who are paying their bills (house payments). The main reasons for foreclosure have mainly been related to dis placement, crime issues and shattered credit scores (Rhodes, 2008). Is it moral to advocate for an individual who has been displaced from a certain region to continue paying out for a property to which they have lost ownership? Absolutely not! The moral aspect is to let the family or individual to rebuild their lives while sympathizing with their predicament (Weitekamp, 2011). Crime is a social ill that few can tolerate. If a neighborhood becomes infested with criminal activities, is it moral to risk one’s life in such a neighborhood? The answer again is logical NO. In a severe recession some people might be trying to pay their bills but still can't because they lost their jobs. Thus, further economic hardships that have hit many people have made even renting a premise more costly than it was 3 years back. The whole recession situation has made it more difficult for people to get jobs, further straining their incomes and lifestyles (Lowenstein, 2010). Thus, as morally upright individual, the borrower forecloses the deal to avoid pressurizing them further. Explanation It is believed that voluntary defaults or strategic defaults have become an increasing affair in America nowadays. Long gone are the days when people would do all they could to pay their mortgage and satisfy their legal and financial obligations. The fact that many believe that business and the world in general is amoral does not justify the reason for people to abscond their duties and obligations (Walker, 2003). Despite the house prices falling and the owners left with houses that cost less than their true value, the lender left owing should fulfill their end of the bargain. However, some have resulted in a calculated decision where they choose to hang on to their money while letting their houses go. The reason this is not immoral is the fact that the voluntary bit comes after weighing one’s options and the benefits of the property to be acquired. It would be moral if empathy were a part of human reasoning. Situations that one may not be able to handle should not be taken as an immoral way of making another to lose their livelihood. If one is not able to pay their mortgage and voluntarily requests foreclosure to be pursued, it would be moral to let them take the credit